The Method of Tadabur Qur’an: What Are the Student Views?

Abstract

The underlying problem facing the teaching of Islamic education across Indonesia is the inadequacy and ineffective teaching and learning methods. The teaching of Islam in the institutions of higher education is still limited to conceptualization and memorization. However, the biggest challenge the country faces is the limited research about teaching and learning of Islamic education. Though the Qur'an and hadith are the main sources of Islamic education, there is no method which has been developed in regard to these two sources. In an effort to develop a method based on the Qur'an, this paper seeks to answer the question: (1) what and how is the method of Tadabbur Qur'an in the teaching of Islamic education? (2) what are the students' views about the method of Tadabbur Qur'an?" Tadabbur Qur'an is regarded as an innovative teaching and learning method whose aim is to improve the condition of the teaching of Islamic education across Indonesia.

Research based instruction in the teaching of islamic education

“…These are the principles established by Rosenshine. Besides this, Ihsan and Ihsan (1999) and Asyafah (2014) have also proposed nine principles of instruction, such principles include: happiness (al-Baqarah [2]: 25, 175, 155); delivery and respect (Al-Imran [3]: 159); meaning to learners ((Muhammad [47]: 16); requirement (al-Baqarah [2]:1–2, Maryam [19]: 1–2); communication (al-Araf [7]: 179, Al-Isra [17]: 37); acquiring new knowledge (al-Baqarah [2]: 164); being of good character (al-Azhab [33]: 21), (h); pushing for experience (al-Shaf [61]: 2–3); love and providing guidance (al-Anbiya [21]: 107). In reference to these principles it is necessary that whatever it is taught must be understood if people are operate in good faith and with knowledge.…”

“…Abdulhak (2000) and Asyafah (2014) are of the view that innovative teaching and learning method must: motivate students, stimulate their desire to learn, deliver the message in a clear way, create a conducive learning environment, facilitate creativity, promote self-assessment during learning, and also promote problem-solving in learning. However, they also believe that this can work, if five points are considered before the teaching and learning process starts, that is: learning objectives, learning materials, human resource, time, and facility (Abdulhak: 2000; Asyafah, 2014). According to Tafsir (1996) and Asyafah (2014) there are several steps that can be taken during the instruction process.…”

“…However, they also believe that this can work, if five points are considered before the teaching and learning process starts, that is: learning objectives, learning materials, human resource, time, and facility (Abdulhak: 2000; Asyafah, 2014). According to Tafsir (1996) and Asyafah (2014) there are several steps that can be taken during the instruction process. These steps include the Gleser model which also consists of: instructional objectives, entry-exit process, instructional steps, and assessment.…”

“…These steps include the Gleser model which also consists of: instructional objectives, entry-exit process, instructional steps, and assessment. Tafsir (2004) and Asyafah (2014) refer to these steps as basic concepts to knowing, doing, and being.…”

“…According to Asyafah (2014) learning is the basis for knowledge development, and also the foundation of faith and belief. It is an important activity in human life because people are the vicegerents on earth (al-Baqarah [2]: 30).…”